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After the required readings you will understand why observing children is important. Systematic observations help teachers to record events and make sense of them. When observing, we may not know the context of whole situation we are coming in to. We are only getting a snippet. It is therefore important to state exactly what you see and hear, not what you feel about what you see and hear. No judgment. Use neutral words. For example, if you state “Ralph is rambunctious,” the word rambunctious has a negative connotation. We can state, “Ralph is active today.” When observing children it is important to just state the facts and not include any judgement in the actual observation. Another example during an observation, stating “Lamar is yawning, scratching his eyes, and is whimpering.” This is more factual than stating “Lamar is tired and whiney today.” Inferences, or what we learned about the child from the observation, are listed after the observation is complete. We may infer that Ralph has good physical skills and Lamar might benefit from a morning nap.
For this discussion, Please view the video Isaac at Play (4:36; via Desired Results Access Project). >> https://www.draccess.org/videolibrary/IsaacAtPlay
You are observing Isaac in his preschool. Make three factual statements about what you have observed, ideally one from each of 3 areas of development and identify the area (ie: small motor, social, language/verbal/communication, emotional, etc). Then, briefly share what you might learn (inferences) about Isaac from your observation in the developmental areas you chose.
Example, let’s imagine you saw Isaac skip to another learning center. One factual statement and inference might look like this:
large (or gross) motor: Isaac can skip on the move.
1. Inference: Isaac has strength in this gross motor skill. (Since skipping involves the legs and arms performing at the same time, you may state Isaac has strength in this gross motor skill).
Then, in a final paragraph, describe the purposes or value of observation, making sure to reference the readings.
Books uploaded to files.
NAEYC, Friedman, S., Wright, B. L., Masterson, M. L., Willer, B., Bredekamp, S. (2021). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, 4th Edition. [[VitalSource Bookshelf version]]. Retrieved from vbk://9781938113963
Gordon, A. M., Browne, K. W. (2016). Beginnings & Beyond: Foundations in Early Childhood Education, 10th Edition. [[VitalSource Bookshelf version]]. Retrieved from vbk://9781305854871
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